1. PLANNING IN EDUCATION
Prof. Namita S. Sahare
S.P. Mandali’s Tilak College of Education,Pune-30

2. Unit 4- Planning in Education
 4.1 Meaning and Nature of Planning
 4.2 Approaches to Educational Planning
 4.3 Perspective Planning
 4.4 Institutional planning, its importance,
Man Power planning,
Man power forecasting.

3.  Planning is a process whereby a direction is
mapped and then the ways and means for
following that direction are specified. There
are many forms of planning with several types
of activities involved in this process.
 A plan is the product of the planning
process and can be defined as a set of
decisions about what to do, why, and how to
do it.

4. Planning….
 Planning is also seen as an
exercise of optimization of
resources. It attempts to
maximise output within the
given resources and ensures
that the benefits are
distributed more equitably
among various sections of
population…. Prioritizing the
activities to be undertaken

5. Definition
 Planning can be defined as “a process of
taking decisions for future actions in order to
achieve pre-determined objectives by
optimum utilization of available resources in a
limited time frame”. Thus a pre-condition for
planning is the existence of certain objectives
which need to be achieved and constraints in
this respect are time and resources.
 Here resources include all the three types of
resources namely physical (or material),
financial and human resources.

6. A Plan of action implies that:
 It has to serve as a reference for action, built
on the consensus, agreed upon by all those
concerned as well as by those contributing to
its implementation;
 It is designed as an indicative, living
framework, in such a way that allows for
adjustments in light of new developments
during implementation;
 It includes not only policy directions, but also
information on the implementation strategies,
actions and benchmarks for implementation,
monitoring and evaluation, as well as the

7. Any management involves four basic stages: analysis,
planning, implementation and evaluation. Strategic
management is a continuum of successive stages such as:
 critical analysis of a system,
 policy formulation and appraisal,
 action planning,
 management and monitoring,
 review and evaluation.

8.  Experience and lessons learnt from
implementation, monitoring and evaluation
provide feedback for adjusting the current
programme
or
 for the next cycle of policy formulation and
action planning.

9. The methodology of planning for
education
 However, if we consider the methodology of planning
for education it may be made clear that the
methodology or the steps involved in planning remain
the same whether plans are formulated at higher level
or at the lower level. In order plan for education there
are certain steps that are involved. These are as
follows.
 Diagnosis of the Educational Situation
 Target Setting
 Intervention Strategies and Activities
 Costing and Budget Preparation
 Implementation and Monitoring
Mechanism
 Negotiations, Appraisal and Approval

10. Diagnosis of Educational Situation
 Diagnosis in planning is a process of making a
realistic assessment regarding what and how much
has already been achieved till now.
 Diagnosis in the context of educational planning is
an effort to make a fair assessment of
achievements and constraints.
 Target S etting
 Targets are translation of
objectives in clearly defined
quantitative terms.

11. Intervention Strategies and Activities : While
evolving the strategies important points to keep in
view are :
(i) in a decentralized planning any single strategy may not
be uniformly operational or applicable in different areas
and that is why probably for addressing a single problem
one may have to envisage a set of strategies for a given
context.
ii) Many a times a single strategy may not be enough to
address an issue or a problem and there will be a need
to work out multiple strategies for addressing a single
problem.
(iii) All the problems and issues identified during the
planning exercise must be tackled and intervention
strategies should be worked out accordingly and there
should thus be a linkage between the problems/issues
identified and the intervention strategies developed for

12. Various steps that are involved in
estimation of financial requirements are:
(i) listing of all the activities to be undertaken
(ii) classifying all these activities into two
categories i.e. activities having cost
implications and activities which do not have
cost implications;
(iii) classifying the activities which have cost
implications into recurring and non-recurring
heads;
(iv) working our the average cost of recurring
activities and unit cost for non-recurring
activities
(v) estimation of costs separately under the

13.  Im plementation S chedule and M onitoring Mechanism:
There are several ways of constructing implementation
schedules. However, an effective implementation plan
makes use of the network based techniques such
Programme Evaluation and Review Technique (PERT)
and Critical Path Method (CPM).
 Negotiations, Appraisal and Approval: Negotiation is a
process by which one can bargain for more resources.
If the proposals made in the plan document are justified
and the planning team is able to convince the
authorities it is very likely that they may get more
resources. The soundness of the proposals which
constitute a plan is an important consideration
influencing the amount of resources allocated.